The impact of reading motivation on African American and Latinx high school students’ reading perceptions across grade levels and between genders
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The purpose of this mixed method study was to examine the influence of reading motivation on African American and Latinx high school students’ reading perceptions across grade levels and between genders. This study included a review of data from the Motivations to Read Questionnaire, and conversational interviews using scripted questions from the Adolescent Motivations to Read Profile. A purposeful sample of African American and Latinx high school students from 9th – 11th grades participated in this study. Quantitative data was measured using frequencies and percentages. Qualitative data was analyzed using deductive and inductive coding. Overall responses to quantitative data showed reading efficacy and intrinsic motivation to likely influence student reading perceptions across grade levels and between genders for African American and Latinx adolescents. Student perceptions also indicated an influence of several other types of reading motivation in African American and Latinx students between genders and across 9th – 11th grades.
Institutional Repository URIhttps://hdl.handle.net/10657.1/2600